This study indicates that a period of positive prior contact between a child subject and an adult experimenter may result in a relative decrease in performance for material reward dispensed by that adult experimenter. (Authors)

Although children given tangible reward performed better than children given intangible reward, neither type of reward had an effect that was significantly different from the level attained by a control group which received no explicit reward at all. (Authors)

Study basically supports the Russian theory of the second signal system and its regulatory control of conscious behavior. (Author)

Parents' teaching behavior was observed in a structured interaction task designed both to explore a different method for observing parental behavior, and to investigate the relationship between parental behavior and personality. (Authors)

In this study, the relevance of striving situations to intrinsic and extrinsic motivation was manipulated by varying the degree of involvement in the child's performance displayed by the experimenter. (Authors)

Verbal and pictorial class-inclusion questions were presented to children in kindergarten through grade 6. The data indicates that the purely verbal form of the question was less difficult for the children to answer than the pictorial form. (Author/CS)

The lack of difference with regard to socioeconomic-status levels indicates that the previous research which revealed notable socioeconomic-status influences may have had socioeconomic status confounded to varying degrees with differences in underlying verbal skills. (Authors)

Behavior of 60 second-grade boys tested on three tasks designed by Piaget and on two cognitive style tasks showed great variability in each child's responses. (WY)

The relationship between concrete operational thought and concept attainment was investigated in second grade students. (GO)

In this and a previous study, only 29 percent of the subjects of mean age 13.6 had attained the conception of conservation of volume, a finding at variance with Piaget's earlier results. (Authors/CB)

The differential effects of contingent reward (candy), punishment (loss of candy), and knowledge of results (KOR) were investigated in eighty 9- to 10-year-old males. Level of performance of groups receiving KOR was significantly higher than performance on groups rewarded or punished with candy. (MS)

Examined the relationships between quantitative and qualitiative vocabulary test scores in young (17 to 20 years) and older (62 to 83 years) adults. (SDH)

Experiment designed to answer questions regarding the correspondence between concrete and abstract actions. (Author/CB)